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TechDev Academy

A Silicon Valley-based Startup Company founded by young entrepreneurs and professionals from different backgrounds including education, IT, science, business administration, and marketing in 2019.

5 Tips to Balance School Work and Coding

5 Tips to Balance School Work and Coding

Balance School Work and Coding

As COVID-19 continues to rage, the new academic year has kicked off, albeit with a chaotic start. While schools in some parts of the country have opened to start in-person learning, others have decided in favor of online learning based on what the state directives are. During school closures in summer due to the coronavirus pandemic, a significant rise was observed in kids using online coding programs. Be it Scratch – a free program by the MIT (Massachusetts Institute of Technology) that teaches coding to kids aged 8-16, ScratchJr that’s ideal for younger kids aged 5-7 years, UK-based Raspberry Pi’s Code Club, or any other coding program, your kids have perhaps become engrossed in the learning process while creating their own interactive stories, animations, websites, and games. However, as schools are about to start functioning, as usual, you – as a parent, may be worried about how to balance your kids’ school work and coding journey. Here are five tips that can help:

 

1. Teach the importance of both: Be patient, creative, and a bit humorous when making your kid know the importance of both schoolwork and coding. You can emphasize that schoolwork is important for the overall development and even analytical thinking, which would help your kid in his/her coding journey. You can use examples of smart homes, smart cities, smart cars, etc. to talk about how coding makes them work and focus on why coding is necessary for making technology move forward. Once your kid realizes how both are important, he/she won’t sacrifice one in favor of the other. This means his/her tendency to neglect school work to stay immersed in coding or focusing only on school work and neglecting all that he/she has learned about coding all summer would be brought down to the minimum.

 

2. Check if the school already has a coding program: Some schools could already be using programs like Code with Google or encouraging students to use ScratchJr or Scratch, CodeMonkey, or Code.org. In such cases, your kid would need a lot less nudge from you to continue his/her coding journey. However, if your kid goes to a school that doesn’t have such programs or where teachers lack adequate resources to help their students’ coding journey, you’ll have to do the heavy lifting – from finding the most suitable online course/platform and resources to getting your child started with it and tracking the progress while offering encouragement and help in any form that you can.

 

3. Introduce the concept of time management: Introduce your kid to the concept of time management and help him/her build a block schedule so that he/she can balance schoolwork with coding. Make your kid understand why time management is a crucial skill to learn as it would help him/her concentrate all efforts on what’s most important. As your kid tries to manage his/her time, be there as a guide to teach how to prioritize work, plan a daily schedule, and prepare a weekly to-do list. Additionally, teach how to break bigger tasks into smaller components like learning a story (the bigger task) by setting small goals like learning chapters 1, 2, 3, etc. Similarly, if the bigger task is to learn Python, the smaller steps would be to learn the concepts of OOP, understand Python’s Classes and Objects, using OOP to solve Python problems, etc.

 

4. Talk about ways to handle stress: You should refrain from putting excessive pressure on your kid. One simple way is not to push him/her to be a perfectionist or force him/her to give his/her 100% to each task every time. Instead, let your kid enjoy the entire process, not just the outcome – be it for school work or coding. Encourage him/her to be a high achiever, not a perfectionist. Teach him/her to set standards that are high but achievable (unlike setting unrealistic goals), and encourage how to see mistakes as opportunities for growth and learning, not as roadblocks or demotivating factors. Additionally, help your kid to respond positively to constructive feedback. At the same time, it’s important to make sure your kid has time for fun activities (which could be playing with a pet, time with family, watching a movie, talking to a friend, etc.) and exercise (yoga, pilates, aerobics, etc.) in his/her schedule.

 

5. Use a reward system: For kids, words of encouragement are good motivating factors but a reward is better. You could plan a reward system that awards your kid for sticking to his/her schoolwork or coding schedule, completing a project successfully, or finishing his/her day’s work before the allotted time limit. The reward could be something as simple as cooking your kid’s favorite dish, letting him/her watch television for an extra hour or play a favorite game, or something bigger like ordering a favorite storybook that he/she has been asking for, buying a new dress, planning a vacation for the next summer at his/her favorite destination, etc. The idea is to celebrate the smaller and bigger wins. You could even celebrate losses, say where your kid has put in a lot of effort and time in a coding competition but lost it by a whisker. This way, you can drive home the message that it’s the effort and commitment that counts, not the ultimate win.

 

Finding a balance between schoolwork and coding is a fine line that you can help your kid to walk upon. Teach him/her the importance of both while emphasizing self-discipline, self-motivation, time management, and the ability to prioritize tasks. At the same time, avoid pressurizing your kid too much and make sure he/she has time to relax and have some fun. And remember that it’s not always about win or loss. Rather, it’s the journey that should be enjoyed, not the outcome. So, teach your kid the importance of aiming high and enjoying the process – be it related to schoolwork or coding. At the same time, prepare him/her to accept success and failure as well as feedback no matter it is critical, constructive, or supportive.

 

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JOHN H. FALK

Director of the Institute for Learning Innovation and Sea Grant Professor Emeritus of Free-Choice Learning at Oregon State University

 

Dr. John H. Falk is Director of the Institute for Learning Innovation and Sea Grant Professor Emeritus of Free-Choice Learning at Oregon State University. He is a leading expert on free-choice learning; the learning that occurs when people have significant choice and control over what, where, and when they learn.

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CHRISTINE CUNNINGHAM

Professor of Practice of Education and Engineering at Penn State University

 

Dr. Christine Cunningham is a Professor of Practice of Education and Engineering at Penn State University. Her work focuses on making engineering more relevant, accessible, and inclusive, especially for underserved and underrepresented populations. She does this by creating researched-based engineering curricula for PreK-8 children and their educators. Her book, Engineering in Elementary STEM Education, describes her groundbreaking work. Previously, Cunningham was the Founding Director of Engineering is Elementary. Cunningham has received a number of awards; in 2017 her work was recognized with the prestigious Harold W. McGraw Jr. Prize in Education.

 

CHRIS ROGERS

Chris Rogers Professor and Chair of Mechanical Engineering at Tufts University

 

His research interests are:

Engineering Education, Robotics, and Musical Instrument Design

 

Education

Ph., D Mechanical Engineering, Stanford University
M.S., Mechanical Engineering, Stanford University
B.S., Mechanical Engineering, Stanford University

 

Biography

Chris Rogers earned his B.S., M.S., and Ph.D. in mechanical engineering at Stanford University, where he worked with Professor John Eaton on his thesis on particle motion in a boundary layer flow. Rogers joined the Department of Mechanical Engineering at Tufts School of Engineering in 1989. He is involved in a number of research areas, including particle-laden flows (a continuation of his thesis), telerobotics and controls, the slurry flows in chemical-mechanical planarization, the engineering of musical instruments, measuring flame shapes of couch fires, measuring fruit-fly locomotion, and engineering education (kindergarten to college). At Tufts, Rogers has exercised his strong commitment to teaching by exploring a number of new directions, including teaching robotics with LEGO bricks and teaching manufacturing by building musical instruments. His teaching work extends to the elementary school level, where he talks with over 1,000 teachers around the world every year on methods of introducing young children to engineering.

 

RumeysaDogan

RUMEYSA DOGAN

Co-founder and COO at TechDev Academy

  • Graduated from top-ranked business school with high honor
  • Worked in top global companies as Vodafone, Benetton Group, etc
  • Experienced in Product Management and Digital Marketing Analytics
  • Managed Entrepreneurship Club and mentored several entrepreneurs

 

 

ismail-marulcu

ISMAIL MARULCU

Co-founder & Chief Education Officer at TechDev Academy

  • Educator and Researcher since 2001
  • M.Ed. in Curriculum and Instruction from Boston College
  • Ph.D. in STEM Education from Boston College
  • Mentored more than 100 pre-service teachers, college students, and high school students

 

 

PaolaGomez

PAOLA G. GONZALES

Mentor & Educator

  • over 2,000 hours mentoring students and 4 years of teaching experience
  • spearheaded a nonprofit organization that provides mentorship to underrepresented students at the UC, Davis
  • an active member of the Surfrider Foundation

 

 

AyushKanodia

AYUSH KANODIA

Ph.D. Student in Computer Science at Stanford

  • Ph.D. Candidate in Computer Science at Stanford Uni.
  • Worked as a software engineer for Google
  • Expert in the intersection of Computer Science and Economics.

 

 

KairatSabyrov

KAIRAT SABYROV

Ph.D., Data Scientist

  • B.S. in chemistry and physics
  • Ph.D. In physical chemistry
  • Data science instructor at Lambda School
  • Worked at Lawrence Berkeley National Lab at the UC, Berkeley

 

 

BAHRUDIN TRBALIC

Ph.D., Candidate at Stanford University

  • Studied Physics & Electrical Engineering at MIT.
  • Worked at MIT as a Medical Data Analyst and Product Developer.
  • The founder and lead developer of Expert Experiments.
  • Received the 2023 Robert H. Siemann Graduate Fellowship and 2022 NASA Astrophysics Research and Analysis Award.
  • Spearheaded STEM camps across Europe and Asia.
  • He has been mentoring students for years.

 

 

SHASHA ANRONIKOV

Researcher at Stanford University

  • Recent honors graduate from Cornell University with a major in biological sciences and a minor in business at the College of Agriculture and Life Sciences.
  • Currently working at Stanford University in the Nolan Lab to conduct immunopathology research.

 

 

LISA WANG

BSc Harvard University Graduate

  • Studied Environmental Science and Engineering.
  • Cross-registered to Harvard Univ. and MIT.
  • An advisor to the Harvard Undergraduate Clean Energy Group.
  • Co-founder of Coolant, a company that builds software to unlock nature-based carbon markets.

 

 

SEMI HASAJ

MBA Data Scientist at C3 AI

  • Studied Data Science while obtaining his Master's of Business Analytics at MIT.
  • Studied Space Engineering in Toronto, Canada where he grew up.
  • He has spent years tutoring others because he loves to help people learn and grow.

 

 

SAMY AWWAD

Junior at Stanford University

  • Studying Symbolic Systems with a focus on Neurosciences and plans to be a medical doctor.
  • Founded ImmuniGlobal, a national nonprofit in vaccine education, and he was featured in Healthline magazine.
  • A published researcher in PubMed.
  • Honored by the CDC as a Flu Fighter during the COVID-19 pandemic.
  • Enthusiastic about empowering young changemakers.

 

 

HASAN TUNCER

Ph.D., Product Manager at Cruise

  • BSc. in Computer Science at Koc University, Istanbul.
  • Ph.D. in Computing and Information Scienves at Rochester Institute of Technology in New York.
  • Worked as a software engineering at Wall Street.
  • Product Manager for Cloud Services (at IBM Silicon Valley Lab), autonomous vehicles (at NIO, aka Chinese Tesla, Uber ATG, Aurora and Cruise)

 

 

RayYucel

RAY YUCEL

Ph.D., Data Scientist in Magnimind Inc.

  • B.S in Materials Engineering
  • M.Sc in Management
  • Ph.D. Candidate in Economics
  • Data scientist at Magnimind Inc.
  • Employs deep learning in finance and health care data

 

 

SofoklisGoulas

SOFOKLIS GOULAS

Ph.D., Senior Research Associate at the Hoover Institution at Stanford University

  • Senior research associate, Stanford Uni.
  • The use of data science and machine learning in economics
  • M.Sc. in finance and economics, Warwick business school
  • MS and a Ph.D. in economics, the Uni. of North Carolina at Chapel Hill
  • Worked at the Uni. of North Carolina and at the Bank of Greece

 

 

EnricoSantus

ENRICO SANTUS

Senior Data Scientist at Bayer

  • Senior data scientist at Bayer
  • Postdoc at MIT, in the group of Regina Barzilay
  • Experience in NLP in Oncology, Cardiology and Palliative Care
  • Experience in Fake News Detection, Sentiment Analysis, and Lexical Semantics.
  • Invited to talk at the White House

 

 

EMILY HALFORD

Data Analyst

  • Data analyst working in psychiatric epidemiology
  • Data Science&Mental Health Expert with the BBN Times
  • Master of Public Health, Columbia Uni.

 

 

RyanSpitler

RYAN SPITLER

Ph.D., Co-Founder and Deputy Director of the Precision Health and Integrated Diagnostics Center (PHIND) at Stanford University

  • Faculty Member, Standford Uni.
  • Founding Partner at Boutique Venture Partners
  • B.S. in Molecular Cell and Developmental Biology, UC, Santa Cruz
  • Ph.D. In Cellular and Developmental Biology, UC, Irvine

 

 

muratbaday

MURAT BADAY

Scientist at Stanford Uni, Founder & CEO at TechDev Academy

  • Co-founder of Smartlens, Magnimind, Wowso, Nanosight
  • M.S. in Physics from the University of Pittsburgh
  • Ph.D. in Computational Biology and Biophysics from the Uni. of Illinois at Urbana-Champaign
  • Mentored and tutored over 100 high school students
  • Developed novel ideas and has over 8 patents

 

 

GyunelRashidova

GYUNEL RASHIDOVA

B.S. in Biological Sciences,
Research assistant at the Laboratory of Biosensors and Bioinstrumentation

  • iGEM alumni, received Gold Medal among 250 teams
  • Fellowship holder from Women in Tech international organization
  • Founder of social projects:
    “OncoSense” - fabrication of device for the detection of cancer biomarkers;
    “RemiSee” - promotion of a colorblind-friendly educational platform
  • AIESEC alumni, organized case competitions with over 300 participants
  • Organized iGEM Biohackathon and Summer Camp for high-school and university students to apply coding for solving real case studies

 

 

SoudehYaghouti

SOUDEH YAGHOUTI

Ph.D., Data Scientist at Megalab, Silicon Valley

  • Ph.D. in Electrical Engineering, University of Naples Federico II, Italy.
  • More than 4 years of experience in data-driven research on electrical network systems.
  • Collaborating with TechDev Academy for several years and taught students data analysis projects.
  • Collaborated with Stanford scientists on projects that aimed to automate medical diagnosis of diseases with the help of image processing techniques and AI.

 

 

AIZHAN IBRAYEVA

MSc Researcher at Stanford University

  • MS. Aerospace Engineering from Purdue University.
  • Did research at Stanford University, Aerospace Science Lab (Purdue), Rarefied Gas Dynamics Lab (Purdue)
  • Worked on projects supported by NASA.
  • Worked as Engineer at Silicon Valley Startup companies.
  • Mentored Students from top US school

 

The class has 5 available spots.
You can add the class during course registration!

 

June 1-5

Mon-Fri 2 hours of daily instruction and 2 hours of self-paced project development.

June 8-12

Mon-Fri 2 hours of daily instruction and 2 hours of self-paced project development.

June 15-19

Mon-Fri 2 hours of daily instruction and 2 hours of self-paced project development.

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